Connecting experiences to employability through a meaning-making approach to learning

Reid, A. W.; Richards, Anna E.; Willox, Dino

doi:10.21153/jtlge2021vol12no2art1013

Cited by 6 publications

(9 citation statements)

References 42 publications

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“…An overview of the results shows that students could use the iASK tool as a reflective exercise to provide broad lists of what they learned through assessment and that they believed would make them employable. The research therefore contributes to the emerging body of literature linking employability, reflection and articulation of employability learning (Reid et al, 2021). The research confirmed three major areas of employability learning that students associated with their assessments.…”

Section: Discussionsupporting

confidence: 58%

From we ask to iASK: a self-reflection strategy that enables students to connect assessment and employability

Spagnoli

Kinash

Jorre³

et al. 2023

JTLGE

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Most students acknowledge shared responsibility, with the university, for their employability development. Many academics use assessments as the main driver for motivating students to learn. At the intersection between employability, assessment and learning, the emergent research question is - what are the mechanisms by which course-based employability is fostered? Prior research reveals that although academics identified course-based assessment as the key employability mechanism, neither students nor employers registered this conceptualisation, and thus purpose of assessment. The aim of this research was to stimulate and communicate the direct connection between assessment and employability to students and interpret their response. Over 100 first-year students, across a metropolitan and regional Australian university, participated. Students were directed to use a simple reflective tool, dubbed iASK by the researchers, that probed employability elements of identity, Attributes, Skills, and Knowledge. The research revealed the resulting student view that regular course-based assessment can develop their employability skills in communication and independence, but not in critical thinking and global citizenship.

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Section: Discussionsupporting

confidence: 58%

From we ask to iASK: a self-reflection strategy that enables students to connect assessment and employability

Spagnoli

Kinash

Jorre³

et al. 2023

JTLGE

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“…Training in this manner "requires critical thinking and practice beyond the typical service encounter so the experience can create bonds between student workers that help to encourage future collaboration" (Cady et al, 2022, p. 3). This manner of student employment has been shown to have a direct correlation on leadership skills being developed (Pierard et al, 2022) and in facilitating employability development (Reid et al, 2021). Skills such as those mentioned above are beneficial to student employees and later employers.…”

Section: Literature Reviewmentioning

confidence: 97%

“…This manner of student employment has been shown to have a direct correlation on leadership skills being developed (Pierard et al. , 2022) and in facilitating employability development (Reid et al ., 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…When helping in the classroom, they can refer to “cool” resources they have used, or wish they had known about as freshman, as well as how they went about projects they have completed for that same class. Because the PRCs can utilize language that shows they understand the importance of what they do (Reid et al. , 2021), it has helped both the patrons and the peer researchers.…”

Section: Educational and Professional Benefitsmentioning

confidence: 99%

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“I want my PRC”: engagement of undergraduates with and assessment of the peer research consultant program

Clark

Breiland

2023

RSR

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PurposeThis paper describes the benefits found in undergraduate students working to provide research assistance to their peers. The discussion includes how soft skills are built, along with how the position has aided in both educational and building towards their future careers. The paper is submitted for the special issue on “The future of peer-led research services.”Design/methodology/approachThe authors provide a viewpoint from both a peer research supervisor and a student currently working as a PRC. The paper covers the requirements and implementations at the beginning of the program along with the changes that have occurred to better streamline the process of hiring and training. The viewpoint of the PRC was a key factor in the process.FindingsSoft skills are a key component of the program. The undergraduate PRCs develop confidence, leadership and communication skills through interactions with their peers. The campus community is responding to the peer model because the PRCs are currently taking the same classes or have recently taken them, and the campus is now asking for the peer mentors that assist librarians in teaching introductory classes.Practical implicationsFor libraries considering the development of their own programs, the benefits presented can lend to their proposals on real-world application beyond the college experience, as well as how it benefits the busy schedules of librarians.Social implicationsThe training the PRCs are provided by librarians provides credibility and trust, which encourages their peers to utilize the services. Soft skills are also one of the most requested needs for businesses beyond college. The PRC program is providing these skills, which the peer mentors use both in career readiness and their daily interactions.Originality/valueThis paper views a program only a few years old on how it managed through a pandemic, as well as how the supervisor adjusted training to reflect a renovation that brought about a changing desk model. With a current undergraduate PRC as the co-author, a unique perspective is brought to the writing by showing what they personally are taking away from working in the program.

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“…The endorsement of the theory stems from studies that used experiential learning to demonstrate the development of employability in the workplace (Jackson & Dean, 2022;Reid et al, 2021;Villarroel et al, 2020). Experiential learning theory is based on the assumption that the learning that students such as mining engineering undergraduates acquire emerges from directly engaging with the realities of what is being studied (Kolb, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Employers’ perspectives on employability skills and attributes of mining engineering undergraduates in South Africa

2023

SJEE

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There is an increasing demand for universities to produce work-ready graduates in the mining sector. Universities and industry therefore acknowledge the need to support graduate employability through various strategies that focus on theory-practice integration. Mining engineering undergraduate programmes offered in South Africa furnish students with knowledge and skills that enable them to effectively transition to the workplace. This signifies the valuable employability skills and attributes which are highly sought after in the workplace. This article presents data based on interviews with employers in the mining industry. The paper draws from Kolb's experiential learning theory which provided an analytical lens for the study. The article presents findings on the following themes: development of reflective learning experiences; enhancing workplace experience through work-integrated learning (WIL); development of employability skills; and university and mining company partnerships. In conclusion, this qualitative study on employers' perceptions regarding the attributes of mining engineering undergraduates may play a significant role in understanding the mining sector's contribution to fostering employability among students.

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Connecting experiences to employability through a meaning-making approach to learning

Cited by 6 publications

References 42 publications

From we ask to iASK: a self-reflection strategy that enables students to connect assessment and employability

From we ask to iASK: a self-reflection strategy that enables students to connect assessment and employability

“I want my PRC”: engagement of undergraduates with and assessment of the peer research consultant program

Employers’ perspectives on employability skills and attributes of mining engineering undergraduates in South Africa

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